N O T E B O O K
C H A P T E R
G U I D E
Through Ellis Island
and Angel Island:
The Immigrant Experience
15
What was it like to be an immigrant to the United States
around the turn of the century?
K e y
C o n t e n t
You can use the sensory statement starters in the
example shown below or create your own. Include any
appropriate Key Content Terms in your statements.
T e r m s
As you complete the Reading Notes, use these
Key Content Terms in your answers:
push factor
pull factor
America letters
Ellis Island
Immigration Station
R E A D I N G
Americanization
nativism
Chinese Exclusion Act
Angel Island
Immigration Station
With my ears,
I hear…
With my eyes, I see…
With my nose,
I smell…
With my mouth,
I say (or taste)…
N O T E S
With my feet
(or hands),
I touch...
You will receive a strip of five photographs cut from
Notebook Handout 15. Cut them out and tape each one
to the center of half a page in your notebook.
Section 15.2
Read Section 15.2. Then create a sensory figure by
completing at least four sensory statements around the
appropriate photograph. Sensory statements describe
what immigrants might have experienced or felt through
any of their senses. Base your statements on information
from the reading.
Section 15.3
Read Section 15.3. Then create a sensory figure by
completing at least four sensory statements around
the photograph. Base your statements on information
from the reading, and include any appropriate Key
Content Terms.
When you are finished, compare your experience in
the classroom activity to the experience of immigrants
around the turn of the century by writing at least three
important similarities and three important differences
below your sensory figure. Be prepared to share these
similarities and differences with the class.
© Teachers’ Curriculum Institute
Through Ellis Island and Angel Island: The Immigrant Experience
127
N o t e b o o k
G u i d e
R E A D I N G
1 5
N O T E S
P R O C E S S I N G
Read Sections 15.4, 15.5, and 15.6. For each section,
create a sensory figure by completing at least four sensory statements around the appropriate photograph.
Interview someone who immigrated to the United States
in the past 10 to 15 years. (If you can’t find someone to
interview, research a Web site, book, or magazine article
that has interviews with recent immigrants.) In your
interview, find out information on these topics:
Section 15.7
• the person’s reasons for leaving his or her home
country and coming to the United States
Sections 15.4 to 15.6
Read and analyze the immigration graph in Section 15.7.
Discuss the questions below with your partner, and
record your answers in your notebook.
• What interesting details do you see on the graph?
• According to the graph, from what parts of the world
were most immigrants coming between 1900 and
1910? Between 1990 and 2000?
• What events listed in the “Key Events That Affected
Immigration” table might help explain some of the
extreme rises and falls on the immigration graph?
• Now select the American ideal—liberty, democracy,
rights, equality, or opportunity—that you think best
relates to the content of this chapter. Based on information from this chapter, do you think the United
States moved toward or away from that particular
ideal during this time period? Start your answer with
a clear thesis statement, and cite and explain several
pieces of evidence to support your thesis.
128 Chapter 15
• the person’s experiences getting into this country
• how the person has been treated by U.S. citizens,
positively or negatively, since coming to the United
States
Use this information and a photograph or sketch of the
person to create a sensory figure in your notebook about
the person’s experiences. Write at least four sensory
statements around the figure.
Below your sensory figure, compare this person’s immigrant experience to the experience of immigrants around
the turn of the century by listing at least three important
similarities and three important differences.
© Teachers’ Curriculum Institute
N o t e b o o k
H a n d o u t
1 5
Images for Sensory Figures
!
Section 15.2
Section 15.3
Section 15.4
Section 15.5
Section 15.6
Section 15.2
Section 15.3
Section 15.4
Section 15.5
Section 15.6
Section 15.2
Section 15.3
Section 15.4
Section 15.5
Section 15.6
!
!
© Teachers’ Curriculum Institute
Through Ellis Island and Angel Island: The Immigrant Experience
129